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The objective of this research was to document experiences of autonomous learning from the perspective of distance education teachers. The methodology that was used was qualitative. The research was non-experimental with cross-sectional and exploratory design. The case study was selected as a technique to obtain the information. The sample was non-probabilistic and heterogeneous. The results of the research propose that teachers encourage autonomous learning by allowing students to intervene in the construction of procedures and resources to achieve the purpose and skills raised in a specific activity, in this way the student becomes aware of their decisions to direct and regulate their own learning. Promoting critical and reflective thinking, allowing self-direction and self-regulation, increasing meaningful learning and using metacognitive skills, are some of the advantages that the interviewed professors perceive when developing autonomous learning in students.

Experiencias del profesorado acerca del aprendizaje autónomo en estudiantes de modalidad a distancia y el uso de recursos digitales